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Results for “Reversal Learning”

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At least 721 records · Page 40Linked to original sources
PubMed2001

Role of 5-HT(1A) and 5-HT(7) receptors in the facilitatory response induced by 8-OH-DPAT on learning consolidation.

The present study further explored the mechanisms involved in the facilitatory effect induced by (+/-)-8-hydroxy-2-(di-n-propylamino) tetralin (8-OH-DPAT) on learning consolidation. For this purpose, we analyzed in parallel the effects of LY215840 and ritanserin, two 5-HT(2) receptor antagonists with high affinity for the 5-HT(7) receptor, and WAY100635, a selective 5-HT(1A) receptor antagonist, on the facilitatory effect induced by 8-OH-DPAT on learning consolidation. We also determined whether LY215840 and/or ritanserin could be beneficial in restoring a deficient learning condition. Using the model of autoshaping task, post-training injection of LY215840 or WAY100635 had no effect on learning consolidation. However, both drugs abolished the enhancing effect of 8-OH-DPAT, with LY215840 being slightly more effective than WAY100635 in this respect. Ritanserin produced an increase in performance by itself and also abolished the effect of 8-OH-DPAT. Remarkably, selective blockade of 5-HT(2A) and 5-HT(2B/2C) receptors with MDL100907 and SB200646, respectively, failed to alter the 8-OH-DPAT effect. LY215840 and ritanserin, at the doses that inhibited the 8-OH-DPAT-induced response, reversed the learning deficits induced by scopolamine and dizocilpine. The present results suggest that the enhancing effect produced by 8-OH-DPAT on learning consolidation involves activation of 5-HT(1A) receptors and an additional mechanism, probably related to the 5-HT(7) receptor. Blockade of 5-HT(2) receptors, and perhaps of 5-HT(7) receptors as well, may provide some benefit in reversing learning deficits associated with decreased cholinergic and/or glutamatergic neurotransmission.

8-Hydroxy-2-(di-n-propylamino)tetralin↗
PubMed1967

Brain lesions in birds: effects on discrimination acquisition and reversal.

Bobwhite quail (Colinus virginianus) with lesions of the cortex and the dorsal portion of the hyperstriatum (or " wulst") showed a considerable deficit in ability to reverse a learned discrimination between horizontal and vertical stripes. Two birds that had been run on 25 such reversals before ablation showed the same result. Lesioned birds did not, however, differ from controls in the Original acquisition of the discrimination. Analysis of performance indicated that the reversal deficit was not due to difficulties in discrimination, interference with motor ability, or lack of motivation. The deficit appeared to be based on perseveration of response to the previous positive stimulus during reversal training.

Animals↗
PubMed1997

Perseveration on place reversals in spatial swimming pool tasks: further evidence for place learning in hippocampal rats.

Animals with damage to the fimbria-fornix (FF) or cells of the hippocampus (HIP) can learn a place problem but cannot learn matching-to-place problems, which feature a series of place "reversals." The two experiments described in the present report were designed to examine the causes of impairment on reversal learning. In experiment 1, control, HIP, and FF groups were trained to asymptote on a place problem, and then the location of the platform was moved. Control rats learned the reversal response more quickly than the initial response; the HIP rats learned both problems at the same rate. Swim analysis showed that the impairment in the lesion group on the reversal response was aggravated by perseverative returns to the first learned place. In experiment 2, control and FF groups were trained on a task in which the platform was visible on three daily trials and hidden on one daily trial. After 10 days, the platforms were moved. In the reversal response, the FF group showed enhanced performance on the cue trials and severely impaired performance on the place trials relative to initial learning and control performance. Swim analysis showed that FF rats perseverated on the initial place response in place trials. These experiments provide further evidence for place learning in hippocampal rats and show that perseverative responses contribute to impairments in new learning. The results are discussed in relation to the idea that the hippocampus mediates spatial mapping and/or uses self-movement cues to solve spatial problems.

Animals↗
PubMed1996

Effect of aging on the spatial learning deficit produced by diazepam in rats.

1. After pretraining in an undrugged state, young (6 months) and aged (18-24 months) rats were trained on a spatial learning-set task after receiving one of four doses of diazepam (1, 2, 3 or 5 mg/kg) or the drug vehicle. The effects of 5 mg/kg of diazepam were also assessed on the spatial learning-set task one full hour after injection (delay condition) as well as on the visible platform task. 2. During pretraining (undrugged), aged rats demonstrated a transient impairment on the visible platform task but subsequently did not differ significantly from young rats on the submerged platform task. On the spatial learning-set task, aged rats performed as well as young rats under control conditions and diazepam produced a comparable dose-dependent impairment of spatial learning. However, when the 1 hr delay was interposed between diazepam administration and maze testing, only aged rats exhibited a spatial learning impairment. Diazepam did not impair performance on the visible platform task in either young or aged rats. 3. These results indicate that although the amnesic effect of diazepam is not initially greater in aged rats, it persists for longer periods.

Aging↗
PubMedDate not supplied

The effect of social learning on a conditioned avoidance response of rats treated prenatally with aluminum lactate.

Aluminum (Al) has been proven to be a behavioral teratogenic agent in a number of experimental studies. Prenatal exposures to Al lactate have been shown to cause cognitive deficits in a variety of species. The present experiment was carried out on SPRD rat pups treated prenatally with Al lactate to determine whether observational conditioning (social learning) would reverse the impairment in learning described previously following such treatment. A conditioned avoidance response was used as an observational learning task. The results provide evidence that Al-treated pups are capable of social learning (i.e., the performance of the avoidance response improved as a result that Al-treated learning); however, the response latency of the avoidance response was not different in these animals from those that were not exposed to such facilitation, suggesting that additional factors are involved in the effects of prenatal aluminum intoxication on cognitive processes.

Aluminum Compounds↗
PubMed1981

Enhancement of effectiveness of learning by testosterone in domestic chicks.

In young male domestic chicks, the presentation of a nonaversive colored bead to be pecked (pretraining) interfered with subsequent avoidance training, in which the bead presented tasted unpleasant, when two conditions were fulfilled: (a) Beads used at pretraining and training were of similar appearance, and (b) testosterone was injected either before or a little after pretraining. This effect of the hormone was not a consequence of changes in behavior at training or at test. It appeared to reflect changes during the consolidation of the pretraining memory trace which made it more effective in subsequent competition with training. Beads that are blue in color were unusual in evoking high levels of avoidance in naive chicks and, when used in pretraining in the presence of testosterone, in failing to oppose subsequent training on the blue bead. Such pretraining became effective when paired with avoidance training with a bead of different color, apparently by changing the information stored about pretraining.

Animals↗
PubMed1980

A note on the measurement of conditional discrimination.

An analysis of some extreme forms of stimulus control that a simple conditional-discrimination procedure can generate leads to the conclusion that accuracy does not provide an orderly scale of measurement. Dependence on accuracy to evaluate a conditional discrimination, particularly at intermediate levels of accuracy, can generate erroneous conclusions about the extent to which the controlling relations are those specified by the experimenter.

Conditioning, Psychological↗